Lickhill Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Staff and pupils are justifiably proud of their school. The development of each pupil is at the heart of the curriculum. Pupils know that good behaviour is expected, but they also understand that they will be helped to put it right if something goes wrong.

The saying 'It's not how we mess up that's important; it's how we make up' is often heard.

The school's high expectations are understood by all pupils. They meet those expectations by behaving well and working hard.

This helps all pupils to make good progress from pre-school upwards. Pupils say that their teachers make their learning fun. Their enjoyment of their learning is enhanced by carefully planned vi...sits, for example to different places of worship.

These occasions give pupils the chance to ask questions and find out more.

Pupils have many opportunities to contribute to their school and make it even better. They can become ambassadors for a wide range of activities.

The members of the pupil leadership team have a valuable role as the representatives for the whole school. Their consultations with other pupils have led to more varied after-school clubs and a new 'trim trail', of which pupils are very proud.

What does the school do well and what does it need to do better?

The school is determined that every child will learn to read.

This begins in early years, where children learn songs and rhymes to begin to learn their letters and sounds. All staff have been trained well to teach pupils how to read, so effective support is provided for those that find it difficult. This helps pupils to catch up quickly.

This focus on reading has led to significant improvements. The school library has recently been reorganised to encourage pupils to access a wider variety of different book types that match their reading stage. Pupils love this new approach.

Leaders have worked hard to improve the curriculum significantly. It is well sequenced and ambitious for all pupils. Teachers check learning in lessons and provide extra support to those who need it.

However, for some subjects, the most important information that all pupils should know and remember is not clearly enough identified. This means that teachers are not able to accurately assess pupils' achievement over time.

Children in the early years enjoy activities that are well planned and prepare them for the move to year one.

The organisation of the classrooms encourages them to explore and be independent, but the outdoor area is not as well planned.

Pupils with special educational needs and/or disabilities (SEND) are identified quickly and supported effectively. Work is adapted so that they are able to learn the same curriculum as their peers.

As a result, pupils with SEND achieve well. Parents speak highly of the support that their children receive.Pupils' attitudes towards their learning are highly positive.

Staff have consulted with pupils to help them to consider any barriers to learning and have adapted their approach to managing and supporting behaviour as a result. Pupils speak with enthusiasm about the 'wheel' and the colour-coded system, which they find really useful. They now have the language to talk about and manage their feelings and emotions.

Behaviour in school is calm and respectful. Pupils help each other. They say that bullying rarely happens, but if they have any concerns, they are sure that an adult will sort things out for them quickly.

By working closely with parents, the school has improved pupils' attendance. Staff have found out what prevents regular attendance for some pupils and have helped parents to remove these barriers. The school is in the early stages of analysing whole-school attendance so that they are able to identify wider trends, which will help them to improve attendance further.

The personal development of pupils runs through all aspects of school life. The school values are reinforced in every subject. Time is planned into the curriculum for time to reflect, to debate social and moral issues and to find out about other cultures.

Pupils understand the fundamental British values and their importance in daily life. This helps them to be prepared for their next steps in education and for life in modern Britain. Pupils understand that everyone is equal and this is evident in the way that they treat others in school.

The importance of treating everyone well is also reflected in the way that leaders work with staff. School and trust leaders ensure that all staff are supported. Staff say that leaders listen to them.

They have received high-quality training and been supported to make the necessary improvements. Members of the local governing board have clear responsibilities and know how they can continue to help the school to improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, teachers' assessment of what pupils know and remember over time is not precise enough. This means that teachers are not able to accurately assess pupils' achievement at key end points. The school should ensure that it is clear what pupils should know and remember over time so that they can accurately assess whether they are well prepared for their next stage of education.